Associations of sustainable and healthy nutrition, perceived stress, and brain fog with academic performance among university students

This cross-sectional study investigated the associations of sustainable and healthy eating behavior (SHE), perceived stress (PS), brain fog (BF), anthropometric configurations, and academic performance among university students. A total of 876 undergraduate students (aged 18–25) participated in the study. Data were collected utilizing the sustainable and healthy eating behavior scale (SHE), the perceived stress scale (T-PSS-10), and the brain fog scale (BFS). Anthropometric indicators—body mass index (BMI), waist-to-hip ratio (WHR), and waist-to-height ratio (WHtR)—were directly measured, alongside cumulative GPA (GAGPA) and semester GPA (SAGPA). Bivariate correlations showed weak negative associations between anthropometric markers and academic indices, alongside a weak positive correlation between SHE scores and academic success. To resolve apparent variations across clinical anthropometric subgroups, multivariate linear regression models were executed. When simultaneously adjusted for all biological and physiological covariates, female sex and higher SHE scores emerged as slight but significant, independent positive predictors of both GAGPA and SAGPA, confirming the resilient role of dietary quality. Conversely, higher BMI values independently predicted poorer academic outcomes. Interestingly, while WHR exhibited no independent pathway with GAGPA, it emerged as a significant independent negative predictor for short-term semester performance (SAGPA). Psychological stress and brain fog symptoms demonstrated no independent predictive value within the fully controlled models. Dietary quality and body composition indices are independently associated with academic achievement through parallel, distinct pathways. University wellness initiatives should adopt multidimensional frameworks that incorporate sustainable nutrition education and non-stigmatizing weight management to optimize student development.